During the first year of teaching, beginning teachers need assistance in the form of support as they traverse the different stages of professional development (Farell, 2002). With this, guidance and tutelage from colleagues and administrators are found to be helpful to alleviate stress in teaching and strengthen retention among teachers (Ingersoll & Kralik, 2004; Johnson et al., 2005; Smith & Ingersoll, 2004 in Hobson, Ashby, Malderez &Tomlinson, 2009). In addition, it was found that mentoring beginning teachers can increase their students' motivation and critical thinking skills (Summers, 1987). Thus, this paper investigates the experiences of ESL beginning teachers in mentoring and supervision in public and private junior and senior high schools in Maguindanao. Using a 17-item survey questionnaire (Liu & Johnson, 2006) and semi-structured interview guide, results revealed that beginning teachers in both school types experienced supervision from administrators in the form of classroom observation. However, these beginning teachers did not experience any formal mentoring from colleagues. Findings suggest that mentoring should precede supervision and that a well-structured formal mentoring programs be organized and implemented in basic education institutions.